| Summary: | 碩士 === 國立花蓮教育大學 === 科學教育研究所 === 94 === Abstract
This study aimed to investigate the current situation of the professional competences of domestic elementary school science teachers. The main objectives included: (1) to investigate the professional background of incumbent elementary school science teachers; (2) to investigate the professional competencies that incumbent science teachers expect to improve; (3) to investigate the opinions of incumbent science teachers about disciplinary teaching; and (4) investigate the assistance needed by incumbent science teachers in teaching.
To achieve the above objectives, this study adopted questionnaire survey as the main method. The research tools were the self-redacted “Survey of Professional Competencies of Elementary School Science Teachers” and “Survey of Professional Competencies of Elementary School Science Teachers—Expert Edition”. The research subjects were 1248 incumbent science teachers in the nation. A total of 1114 copies returned were valid, making the response rate 89.2%. Besides, 40 experts of science education were also surveyed. A total of 36 copies returned were valid, making the response rate 90.0%. The collected data were further statistically analyzed with frequency distribution, One-way ANOVA, means analysis, and etc.
The major findings of this study included:
1. The proportion of incumbent senior science teachers is not low.
2. Most of the incumbent elementary school science teachers do not have the background of science related diplomas.
3. The difference in the CK and PCK training of mathematics and science received by incumbent elementary school science teachers is significant.
4. The major training subjects for teaching focus more on PCK.
5. Elementary school science teachers still need more confidence about their professional competencies.
6. Elementary school science teachers’ CK and PCK professional competencies should be strengthened.
7. The willingness of incumbent elementary school science teachers for taking advanced studies is excessively low.
8. The feasibility of disciplinary teaching.
9. The urgent need for teaching resources.
10. The essentiality of participating in professional growth.
Besides, based on the research conclusions, this study also proposed suggestions for the authority concerned, teacher’s education institutions, and elementary school science teachers.
1. Suggestions for the authority concerned:
(1)A detailed set of regulations on the employment system of elementary school science teachers is necessary.
(2)This set of regulations can serve as a legal basis for the Ministry of Education of the Central Government to plan for professional growth.
(3)Plan on a regular basis and encourage or require elementary school science teachers to actively participate in the advanced studies for professional growth.
(4)Proper arrangement of educational funds.
2. Suggestions for Teacher’s Education Institutions:
(1)According to the demands of elementary school science teachers for professional growth, opportunities for advanced studies of major subjects should be planned.
(2)Enforce teacher’s competence in making teaching materials and organizing course materials and provide internship earlier.
(3)Assist elementary school science teachers in establishing professional group organizations.
3. Suggestions for elementary school science teachers:
(1)Learn to digest disciplinary knowledge and teaching knowledge as knowledge of disciplinary teaching.
(2)Develop a proactive attitude to achieve the goal of professional growth.
Keywords: Content knowledge(CK), Pedagogical knowledge(PK),
Pedagogical content knowledge(PCK)
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